Using student feedback and professor-developed multimedia to improve instructor presence and student learning

William Albert Young II, Brett H. Hicks, Danielle Villa-Lobos, Teresa J. Franklin


This paper explores the use of Professor-Developed Multimedia Content (PDMC) in online, distance education to build a community of inquiry (CoI) through enhanced social presence and real-time, student-driven, adaption of the learning content. The foundation of higher education has long been, developing curriculum to meet educational objectives. Most often faculty relies on assessment information gained at the end of each course. Then assessments, formative and summative, are re-designed based on student feedback/data from end of course surveys and educational materials such as textbooks, articles, and test banks are updated with newer editions. In the distance-learning environment, PDMC provides a creative, innovative, and interactive ways to engage the student for real-time learning. Still, the ability to target PDMC materials to the correct sub-sections of our classroom cohort can produce a richer, more immerse learning experience and perhaps become the closet recreation of in-seat, traditional classroom learning in a distance/online environment. By using PDMC with corresponding surveys, educators can obtain real-time data and metrics to alter content in the classroom immediately, and develop media content welcoming sub-sets of learners with desired content based on learning needs, desires, and feedback.


community of inquiry; social; cognitive; and teaching presence; distance education

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